scholarly journals The Role of Teachers in Reducing/Increasing Listening Comprehension Test Anxiety: A Case of Iranian EFL Learners

2012 ◽  
Vol 5 (3) ◽  
Author(s):  
Naser Atasheneh ◽  
Ahmad Izadi
Keyword(s):  
Test Anxiety ◽  
Listening Comprehension ◽  
Efl Learners ◽  
Comprehension Test ◽  
Role Of Teachers

The Impact of Test Anxiety on EFL Pre-service teachers in Northern Cyprus

2021 ◽  
Vol 10 (1) ◽  
pp. 1-20
Author(s):  
Chinaza Solomon Ironsi ◽  
◽  
Hanife Bensen Bostanci
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Research Design ◽  
Quantitative Research ◽  
Language Teachers ◽  
Efl Learners ◽  
Northern Cyprus ◽  
The Impact

A lot has been written with regards to anxiety in education and how it affects academic performance of students though little is known on the impact of test anxiety or examinations on pre-service language teachers. This study decided to examine the role of examinations in inducing anxiety among EFL learners and the extent to which this affects academic performance of students. In order to achieve this, a quantitative research design was used for this study. A questionnaire was used to elicit information from the participants and the instrument was distributed to 55 EFL learners to elicit information on their opinions regarding the influence of test anxiety on the students. The instruments were face validated as well checked for reliability. After collecting the data and carrying out analysis, findings derived from the study were used to make valid pedagogical conclusions on the impact of test anxiety on EFL learners

scholarly journals The Role of Social Media (YouTube and Snapchat) in Enhancing Saudi EFL Learners' Listening Comprehension Skills

2020 ◽  
pp. 1-54
Author(s):  
Wed Nasser Al Harbi
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
Female Students ◽  
Target Language ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Skills

Despite of the importance of listening in EFL learning and teaching, this skill is not getting as much attention as other skills. Therefore, learners are less motivated to depend on their listening comprehension as a tool to help them in the process of language learning. Social media, especially YouTube and Snapchat, can be effectively used as a pedagogical tool to enhance the listening skills of EFL learners, compared with other traditional audio recording tools. The objective of this research is to investigate the role of social media (YouTube and snapchat) as a method of teaching, in order to enhance EFL Saudi learners' listening comprehension skills. The primary goal of this study is to know whether social media is capable of developing EFL listening comprehension skills, and gaining the deeper understanding of the presented materials. In addition, using these tools makes them familiar with the target language culture and it's native speakers. In order to achieve this objective; the researcher used a mixed method to ensure the research validity: a questionnaire and a post-test.The participants of the study were 50 female students studying in English Language Centre at Taif University. They were randomly selected and they divided into two groups: the experiment group consisted of 20 female students and the control group consisted of 30 female students. The experiment group was instructed using (YouTube and Snapchat) as the control group using traditional audio method. Then there is a post-test is given to both groups to measure their listening comprehension performance. The findings of the study showed that using social media (YouTube and Snapchat) can enhance the listening skill of Saudi EFL leaners. The researcher recommends conducting more studies on other samples from different studies, age levels and from different environments like the schools or training institutes.

scholarly journals The Role of Social Media (YouTube and Snapchat) in Enhancing Saudi EFL Learners' Listening Comprehension Skills

2021 ◽  
Author(s):  
Wed Nasser Al Harbi
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
Female Students ◽  
Target Language ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Skills

Despite of the importance of listening in EFL learning and teaching, this skill is not getting as much attention as other skills. Therefore, learners are less motivated to depend on their listening comprehension as a tool to help them in the process of language learning. Social media, especially YouTube and Snapchat, can be effectively used as a pedagogical tool to enhance the listening skills of EFL learners, compared with other traditional audio recording tools. The objective of this research is to investigate the role of social media (YouTube and snapchat) as a method of teaching, in order to enhance EFL Saudi learners' listening comprehension skills. The primary goal of this study is to know whether social media is capable of developing EFL listening comprehension skills, and gaining the deeper understanding of the presented materials. In addition, using these tools makes them familiar with the target language culture and it's native speakers. In order to achieve this objective; the researcher used a mixed method to ensure the research validity: a questionnaire and a post-test.The participants of the study were 50 female students studying in English Language Centre at Taif University. They were randomly selected and they divided into two groups: the experiment group consisted of 20 female students and the control group consisted of 30 female students. The experiment group was instructed using (YouTube and Snapchat) as the control group using traditional audio method. Then there is a post-test is given to both groups to measure their listening comprehension performance. The findings of the study showed that using social media (YouTube and Snapchat) can enhance the listening skill of Saudi EFL leaners. The researcher recommends conducting more studies on other samples from different studies, age levels and from different environments like the schools or training institutes.

scholarly journals The Effects of Formative and Dynamic Assessments of Reading Comprehensions on Intermediate EFL Learners’ Test Anxiety

2018 ◽  
Vol 8 (5) ◽  
pp. 533
Author(s):  
Seyyed Hossein Sanaeifar ◽  
Fatemeh Nafarzadeh Nafari
Keyword(s):  
Reading Comprehension ◽  
Test Anxiety ◽  
Dynamic Assessment ◽  
Anxiety Reduction ◽  
Placement Test ◽  
Test Question ◽  
Reading Task ◽  
Efl Learners ◽  
Comprehension Test ◽  
Post Test

The aim of this study was to investigate the effects of formative and dynamic assessments of reading comprehension on intermediate EFL learners’ test anxiety. To conduct the study, 50 out of 66 intermediate Iranian EFL learners, males (N= 22) and females (N=28) with age range of 14 to 19 were selected from a private institute based on their performance on the Oxford Placement Test (syndicate, 2001). They were randomly classified into formative and dynamic assessment groups of intermediate EFL learners which were 25 learners in each group. For the formative group the researchers administered reading comprehension test after teaching each reading task. The researcher provides feedback for each student based on their performance on the test separately. For dynamic group the researcher used sandwich model of dynamic assessment i.e. after each reading task the researcher administered reading comprehension test as a pre-test then after collecting pre-test information, the researcher provided mediation and necessary information for answering test question generally to students. The data were collected through the pre-test and the post-test. For pre-test and post-test the researcher used test anxiety questionnaire (Sarason, 1984). The data were analyzed using SPSS software. The result of this study showed that formative assessment of reading comprehension have statistically significant effect on intermediate EFL learners’ test anxiety reduction and dynamic assessment of reading comprehension have statistically significant effect on intermediate EFL learners’ test anxiety reduction. Also dynamic assessment of reading comprehension had more effect on intermediate EFL learners’ test anxiety reduction.

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